USE OF AUTHENTIC TASKS AT THE ENGLISH LESSONS IN HIGHER EDUCATION INSTITUTIONS

• Наталія Антоненко

  РДГУ

The article deals with the role of authentic activities in foreign language teaching for university students. The basic principles and ways of their implementation are also mentioned. Authentic activities are regarded as an
effective way to narrow the gap between an instructional setting and real communicative situation. This gap provokes sufficient difficulties in using foreign language. Foreign language teachers have long recognized the benefits authentic tasks offer. Authentic tasks are beneficial for foreign language learners because they find them engaging and more up-to-date. Enriching teaching and learning of any
foreign language with authentic tasks leads to increased students’ motivation. When students feel motivated, their anxiety reduces and confidence increases both while involved in class speaking activities and when they have to speak in the real-life situations. Authentic tasks have several peculiarities. They have real world relevance; are ill-defined, requiring students to define the tasks and subtasks needed to complete the activity; comprise complex tasks to be investigated by students over a sustained period of time; provide the opportunity for students to examine
the task from different perspectives, using a variety of resources; provide the opportunity to collaborate; provide the opportunity to reflect; can be integrated and applied across different subject areas and lead beyond domain specific outcomes; are seamlessly integrated with assessment; create polished products valuable in their own right rather than as preparation for something else; allow competing solutions and diversity of outcome
As a result authentic speaking tasks make learning foreign languages meaningful, improve students’ motivation and enhance their learning experience. Foreign language teachers should design authentic speaking tasks using a set of specific criteria and incorporating educational technology.

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